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Developing
Student Growth Objectives
in ALL Content Areas
Donna McInerney, Ed.D.
[email protected]
Online Discussion Site
Go to:
http://todaysmeet.com/SGO-FEA
•Post questions, share information, etc.
•Room will remain “open” until Sept. 30, 2013.
•Use it after the workshop to continue discussion.
Today’s Agenda
Morning Session
Afternoon Session
A. Introduction & Overview
1. Overview of NJ Evaluation System
F. SGO Design Template Review
1. Sample walk-through of SGO template-online tool
B.
1.
2.
3.
G. Data Considerations in Developing SGOs
1. The role of data in developing SGOs
2. Collaborative analysis of data and development of
SGOs
SGO Basics
SMART SGOs
Achievement and Progress Goals
4 Types of SGOs
BREAK (15 minutes)
C. SGO Development Process & Timeline
1. Developmental stages & timeline
D.
1.
2.
3.
4.
Assessment Practices
Formative Assessments
Webb’s Depth of Knowledge
Classroom Assessments
Considerations when choosing or
developing a quality assessment.
H. Facilitate Development of Teachers’ SGOs
I. Creating a SMART SGO - Using the template,
participants begin developing/creating their SGO
1. Table Groups – Samples from content areas as
models for SGO Writing
2. Debrief/Groups Report Out- Examples from each
content area shared with group
I.
Next Steps Planning at the School and
District Level
J . Concluding Points
E. Wrap-up Activities
1. Review SGO Template
2. Revisit KWL Self-Reflection
LUNCH (45-60 minutes)
K. Feedback form
Desired Outcomes
1. Understand Student Growth Objective (SGO)
requirements.
2. Understand and apply the SMART-based SGO
development process.
3. Effectively lead professional staff in the creation
of standards-based, assessment-driven SGOs.
A CTIVITY #2
Self-Reflection
What do I…KNOW?
NJDOE SGO
Requirements
SGOs:
Understanding
and Ability
What do I… WANT
to KNOW?
CONCERNS that I
HAVE...
Activity #1
Let’s take our…
SGO 101
Pre-assessment!
6
Introduction to
Student Growth Objectives
June
January
September
7
In New Jersey…
G
What is a Student Growth Objective?
According to the NJDOE (2013):
“Student Growth Objectives
(SGOs) are academic goals for
groups of students that are aligned
to state standards and can be
tracked using objective measures.”
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What is a Student Growth Objective?
A Student Growth Objective must be:
•
•
•
•
•
•
•
•
Annual, specific and measureable
Based on growth and achievement
Aligned to NJ/CC curriculum standards
Based on available prior student learning
data
A measure of what a student has learned
between two points in time
Ambitious and achievable
A collaborative process between teacher
and supervisor
Approved by the principal
http://www.state.nj.us/education/AchieveNJ/teacher/SGOGuidebook.pdf
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SGO SETTING: “THE CONTEXT”
PROCESS
vs.
COMPLIANCE
SGO SETTING: PROCESS
SGO DESIGN TEMPLATE
SGO SETTING
C OMPLIANCE !
Introduction to Teacher Evaluation
Teachers in Tested Grades 4-8
Teacher
Practice
Performance on a
teacher practice
instrument, driven
primarily through
observation
Inputs of
Effective
Teaching
Stu.
Growth
Percentile
Stu.
Growth
Objective
State-calculated
score that measures
individual teacher’s
ability to drive
growth on NJ ASK
NJASK
Locally-calculated
score that measures
an individual
teacher’s impact on
stu. achievement
Outcomes of
Effective
Teaching
Summative
Rating
Overall eval. score
that combines the
multiple measures of
practice and student
progress
N.J.A.C.
6A:10-4.1
Student Growth Percentiles (SGPs)…
FYI
All students can show growth.
• Student Growth Percentiles (SGP) measure how
much a student has learned from one year to
the next compared to peers with similar
academic history from across the state.
•
Students scored on a scale from 1 – 99.
•
Growth baseline established by student’s prior
learning as measured by all of student’s NJ ASK
results.
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For More Information…NJDOE SGP video 
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http://www.state.nj.us/education/AchieveNJ/ 
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teacher/percentile.shtml
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Teachers in Tested Grades
Tested Grades and Subjects (Currently grades 4-8, math and
ELA): 55% from teacher practice and 45% from student
achievement measures
* The NJDOE will look to incorporate other measures where possible and percentages may change as
system evolves.
Introduction to Teacher Evaluation
Teachers in Non-Tested Grades/Areas
Teacher
Practice
Performance on a
teacher practice
instrument, driven
primarily through
observation
Inputs of
Effective
Teaching
Stu.
Growth
Objective
Locally-calculated
score that measures
an individual
teacher’s impact on
stu. achievement
Outcomes of
Effective
Teaching
Summative
Rating
Overall eval. score
that combines the
multiple measures of
practice and student
progress
N.J.A.C.
6A:10-4.1
Teachers in Non-Tested Grades/Subjects
Non-Tested Grades and Subjects:
Student Achievement will be 15% in SY 13-14. Teacher Practice will
be 85%.
*The Department will look to incorporate other measures where possible and percentages will change
as system evolves.
Teacher Evaluation: Summative Evaluation
Non-Tested Grades and Subjects
Component
Raw Score
Weight
Weighted Score
Teacher Practice Eval.
Instrument
3.0
(Effective)
X 85%
2.55
3.5
(Full
Attainment)
X 15%
.525
Student Growth Objectives
(2)
Sum of the Weighted Scores
3.075
3.075
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Teacher Evaluation: Summative Evaluation
Tested Grades and Subjects
Principal Evaluation: Introduction
New evaluation systems for Principals will include
the following components:
Principal
Practice
Eval.
Leadshp.
Performance
on a principal
practice
evaluation
instrument
Outputs that
define how
well a
principal is
leading imp.
of the eval
system
Inputs
School
SGP
Average
SGO
Admin.
Goals
Summ.
Rating
State-calc.
score that
measures a
principal’s
ability to drive
growth in ELA
and math
Locally-calc.
score that
aggregates
the perf. of all
teachers in a
school on
SGOs
Locally-calc.
score that
measures a
principal’s
impact on
stu.
achievement
Overall eval.
score that
combines the
multiple
measures of
practice &
outcomes
Student/Teacher Outcomes
Principal Evaluation:
SGP and SGO Components
School SGP
• Principals whose students have SGPs will receive the average
school-wide SGP score.
• Principals will be placed in 3 categories: Multi-Grade SGP Principal,
Non-SGP Principal, Single-Grade SGP Principal. Component
weighting will differ across categories.
SGO Average
• Principals will be rated on their teachers’ success in achieving
student growth objectives (SGOs) each year through an average of
their teachers’ scores.
Principal Evaluation:
A Look at All Components
Multi-Grade
SGP Schools
Non-SGP Schools
Single Grade
SGP Schools
Principal Practice
Instrument
30%
30%
30%
Evaluation
Leadership
20%
20%
20%
SGO Average
10%
10%
10%
School SGP
30%
0%
20%
Principal Goals
10%
40%
20%
Total Percentage
100%
100%
100%
Components
Inputs
Student/
Teacher
Outcomes
SGO SETTING
P ROCESS !
Introduction to
SMART
SGO
What does it mean to be…
S
M
A
R
?
T
SMART SGO S ARE …
S
M
A
R
T
… Specific
… Measurable
… Attainable/Ambitious
… Results-driven
… Timed
SMART SGO S ARE …
Specific
Measurable
Attainable/
Ambitious
Resultsdriven
Timed
The SGO should The SGO should The SGO should be The SGO should The SGO should
be simplistically
be measurable
attainable;
focus on
be organized
written, and
and provide
reasonably
measuring
around a
clearly defined. tangible evidence challenging both
outcomes, not
timeframe that
The SGO should
that you have
you and your
activities.
presents a
focus on a specific
achieved the
students, but
reasonable sense
content area or
objective.
clearly defined
of urgency.
skill.
so that it can be
achieved.
Growth vs. Achievement Goals
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GROWTH
ACHIEVEMENT
Students’ postassessment
scores will be
___% greater
than the preassessment.
On the postassessment, ___%
of students will
achieve a score of
___ or higher.
SGOs can be
GROWTH
and/or ACHIEVEMENT
goals.
IS THIS SGO . . . .
S
M
A
R
T
During the 2013-14 school year,
Language Arts students will improve
their accuracy, fluency and
comprehension.
During the 2013-14 school year, all of my 3rd grade
Language Arts students will demonstrate measurable
progress in the reading skills of accuracy, fluency and
comprehension. All students will achieve at least 1
year’s gain as measured by the Star Reading Enterprise
Assessment. Students in the below grade level band will
attain at least 1.2 year’s gain.
IS THIS SGO . . . .
SMART ???
During the 2013-14 school year,
English 1 students will improve their
written expression and mechanics/
usage skills.
SPECIFIC
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MEASURABLE ATTAINABLE/
AMBITIOUS
RESULTSDRIVEN
TIMED
Making It SMARTer…
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PARCC (parcconline.org)
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PARCC (parcconline.org)
IS THIS SGO . . . .
SMART? During the 2013-14 school year, English 1 students will
improve their written expression and mechanics/ usage skills.
SMARTer !!!
During the 2013-14 school year, 100% of the 25 9th grade
students enrolled in English 1 Honors will demonstrate
measurable progress in writing/written expression.
Each student will improve by one (1) performance level in
development of ideas, organization, clarity of language and
knowledge of language and conventions on the district’s
writing rubric, modeled from the PARCC rubric for analytic
writing.
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Furthermore, 80% of the students will score a “3” or better
overall.
ACTIVITY #3
S
M
A
R
T
TYPES
OF
SGO S
W ITH A LGEBRA E XAMPLES
NJDOE Overview – May 2013
T EACHER
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ATTAINMENT OF
SGO S
Source: http://www.state.nj.us/education/AchieveNJ/teacher/SGOGuidebook.pdf
TYPE: G ENERAL SGO
ELEMENTARY LITERACY
NJDOE, May 2013
SGO
Statement:
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TYPE: G ENERAL SGO
GRADE 6 MUSIC
NJDOE, May 2013
SGO
Statement:
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TYPE: G ENERAL SGO
GRADE 10 – INSTRUMENTAL MUSIC
NJDOE “Shifting Gears PowerPoint for Visual and Performing Arts Educators” – June 2013
GRADE 10 – INSTRUMENTAL MUSIC
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NJDOE “Shifting Gears PowerPoint for Visual and Performing Arts Educators” – June 2013
GRADE 10 – INSTRUMENTAL MUSIC
80% or more
students met
goal.
(39 students)
70%
or more
(32-38
students
met
students)
goal.
(32 students)
60% or more
students met
goal.
(27 students)
Less than 60% or
more students
met goal.
(1-26 students)
LEVELS OR RANGES
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(39-45
students)
(32-38
students)
(25-31
students)
(24 or fewer
students)
TYPE: T IERED G ENERAL SGO
PHYSICS 1
NJDOE, May 2013
SGO
Statement:
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TYPE: T IERED G ENERAL SGO
SGO Statement: At least 75% of my 65 students will score
at/above their designated target score on the end of course test.
Using the full attainment score range as a starting point, assigning of
ranges to the other attainment standards as shown below is permissible.
For consistency, 14% ranges are used.
Scoring Plan
Objective Attainment Based on Percent and Number of Students Achieving Target
Target
Exceptional (4)
Full (3)
Partial (2)
Insufficient (1)
Score 80%
on
assessment
≥85% students
(56 or more)
≥70% students
(range 84-70%)
(45 or more)
≥55% students
(range 69-55%)
(36 or more)
<55% students
(fewer than 36)
T IERED SGO
S CORING P LAN
WITH
AND
R ANGES
W EIGHTED S CORE
Scoring Plan – Using Ranges
Preparedness
groups
Target Score
on Final
Assessment
Low
Objective Attainment Based on Percent (and Number ) of
Students Achieving Target Scores
Exceptional
4
Full 3
Partial 2
Insufficient 1
70
>85% (31-36)
>70% (25-30)
>55% (18-24)
<55% (0-17)
Medium
80
>85% (19-21)
>70% (15-18)
>55% (11-14)
<55% (0-10)
High
90
>85% (8)
>70% (6-7)
>55% (4-5)
<55% (0-3)
Results of SGO – Using Weighted Scores
Preparedness
groups
Number of
Students in
Group
Weight (Number
of students in
group/total
students)
Number of
Students
Reaching
Target Scores
Objective
attainment
Level
Weighted
score
Low
36/65
0.56
27
3
0.56x3 = 1.68
Medium
21/65
0.32
20
4
0.32x4 = 1.28
High
8/65
0.12
4
2
0.12x2 = 0.24
Total SGO Score
3.20
S PECIFIC /TARGETED S TUDENTS
GRADE 8 LAL
SGO
Statement:
7-8 students
met goal.
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6 students
met goal.
3-5 students
met goal.
0-2 students
met goal.
S PECIFIC /TARGETED FOR C ONTENT / SKILL
BIOLOGY
NJDOE, May 2013
SGO
Statement:
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TYPE:
S PECIFIC /TARGETED C ONTENT /S KILL
HISTORY
SGO
80% of students will score a “3” or
Statement: better on the district DBQ assessment
for using evidence to support a point of
view.
For a teacher to earn a rating of…
Measuring
Progress
4
90% or more
students met
goal.
3
2
1
80% or more
students met
goal.
70 or more
students met
their goal
Less than70%
of students
me their goal
Teachers can also use rubrics or portfolio assessments to measure student attainment. In this
example the district created a rubric for U.S. History students to measure attainment of specific
critical thinking skills.
The SGO Development Process
PREPARE
SGO
SGO REVIEW
and
EDUCATOR
SGO SCORE
PRE-APPROVAL STAGE
STUDENT
GROWTH
OBJECTIVES
PROCESS
SCORE
SGO RESULTS
DEVELOP
SGO
IMPLEMENT AND
MONITOR SGO
FOCUSED
STRATEGIES
EVIDENCE
COLLECTION
MID-YEAR
SGO REVIEW
SGO
SUBMISSION
& APPROVAL
PREPARE SGO
KEY TASKS

Review student data

Identify student population

Target specific and enduring
academic concepts, skills or
behaviors from Standards

Address observable student
need(s)

Identify evidence sources to
measure student growth

Establish goals for student
growth
ESSENTIAL QUESTIONS

Which students are being
addressed?

What is being taught?

Which content standards are
being targeted?

Does the content selected
represent essential knowledge
and skills that will endure beyond
a single test date, be of value in
other disciplines, and/or
necessary for the next level
instruction?
DEVELOP SGO
KEY TASKS
ESSENTIAL QUESTIONS
• Understand SMART Goal design
•
Why choose this learning content,
evidence or target?
• Practice writing SMART Goals
•
What source(s) of data did you examine
in selecting the SGO(s)?
•
What is the starting level of learning for
students in the class? What strengths and
weaknesses were identified?
•
Is the SGO(s) rigorous and measurable?
•
What is the target level of growth or
performance that students will
demonstrate?
•
Do I expect all students to make the same
amount of growth, regardless of where
they start from, or should I set
differentiated goals?
• Determine the rationale for SGO
• Decide if the SGO will be
“progress” and/or “achievement”
focused
• Decide if…General or Generaltiered? Specific to a group of
students? Specific in content or
skill?
• Determine and write the SGO(s)
IMPLEMENT and MONITOR SGO
Focused Strategies
KEY TASKS
ESSENTIAL QUESTIONS
• Determine strategies and supports.
Consider evidence-based and
differentiated strategies aligned to
district and school initiatives,
content-based best practices, and
grade level expectations
• Does the SGO(s) provide a clear
focus for instruction and
assessment?
• Determine the plan for the actions
to be implemented throughout the
implementation timeframe
• Are the strategies consistent with
district, school and programmatic
best practices?
• Plan for the documentation of the
strategies
• What is the plan for documenting
student progress and monitoring
student growth?
• Consider the availability of
supplemental supports to further
strategies
• Do the strategies meet the students’
needs and align with learning styles?
• Is the implementation plan
rigorous? Structured?
IMPLEMENT and MONITOR SGO
Evidence Collection
KEY TASKS
•
Monitor student progress
•
Collect data toward meeting SGO(s)
•
Administer end-of-term assessment,
formal post-test, etc. or review rubricbased portfolio/performance
assessments
•
•
Collect final results regarding student
growth using the evidence source(s)
identified
In this final collection of evidence, the
educator will note the percentage of
targeted population that did not meet,
met, and exceeded their student
growth targets.
ESSENTIAL QUESTIONS
•
What assessments(s), student work
product(s), or other evidence sources
will be used to measure whether
students met the objective?
•
Assessment types? How are the results
reported?
•
Accessibility to assessment results ?
•
Is the assessment valid and reliable?
•
Why is this the best evidence for
determining whether students met the
objective?
•
What are the trends in the data?
SCORE SGO RESULTS
KEY TASKS
• Review SGO(s) results and scores
• Educator will report the percentage
of targeted population that did not
meet, met, and exceeded their
student growth targets
ESSENTIAL QUESTIONS
• What is the expected outcome
(target) by the end of the
instructional period?
• Did the students meet the expected
goals of the SGO(s)?
• Submit final results of SGO(s) to
principal/supervisor
• What were the final results of the
SGO? Achieved? Not Achieved?
• A teacher’s supervisor and/or a
member of the School Improvement
Panel will calculate a rating for the
SGOs (required by NJDOE).
• What score did the educator achieve?
Was there a summative evaluation
conference to discuss the
accomplishment of the SGO(s)?
• Final SGO score for educator is
included as part of summative
evaluation
IMPORTANT DATES
•
•
•
SGO SUBMISSION FOR
APPROVAL (by 11/15/13)
SGO MID-YEAR
REVIEW (by 2/15/14)
CONSIDERATIONS
CONSIDERATIONS
Based upon the educators
role/position, 1-2 SGO(s) will be set
and the most appropriate assessment
measure will be utilized to determine if
the target is met or not
The educator will submit the draft
SGO(s) to his/her principal/supervisor
for approval. The administrator will
review each SGO and ensure that they
meet the established criteria
The SGO(s) will then be approved or
will be returned for further revision,
with specific directions as to which
component(s) need revising
• A mid-year meeting between the
educator and the
principal/supervisor is recommended
• Conference is scheduled at
approximately the halfway point of
the specified SGO interval
• A review of progress, a discussion of
any issues, and adjustments to the
SGO growth target may be made
upon mutual agreement in situations
where the goals are either too
rigorous or not rigorous enough
SGO PROCESS TIMELINE
ASSESSMENT
The “Heart” of the SGO
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Activity # 4a:
Survey of Assessment Practices
Linking Assessment
In the Classroom
with
Student Growth
and Achievement
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WHERE ASSESSMENT COUNTS!
Consider
Summative
Assessment!
Consider
Formative
Assessment!
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Activity - Brainstorm with Others
FORMATIVE ASSESSMENTS
61
Examples
FORMATIVE ASSESSMENTS
•
•
•
•
•
•
•
•
•
•
•
•
•
•
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Observations
Questioning
Discussion
Journals
Assignments
Projects
Pop Quizzes (not-graded)
Exit/Admit Slips
Learning/Response Logs
Graphic Organizers
Peer/Self Assessments
Written Questions / Exercises
with Short, Extended or
Multiple-choice Answers
•
•
•
•
•
•
•
•
•
•
•
Practice Presentations
Diagnostic Tests
Visual Representations
Kinesthetic Assessments
Individual Whiteboards
Four Corners
Think Pair Share
Appointment Clock
Simulations/Business Games
Conferencing/Reviews
Meaningful Homework
Assignments
http://wvde.state.wv.us/teach21/ExamplesofFormativeAssessment.html
Webb’s Depth of Knowledge
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Webb’s Depth of Knowledge
64
Creating Classroom Assessments
Suggested NJDOE Guidelines
65
• Develop assessments collaboratively.
• Align all assessments with NJCCCS or CCSS.
• Align all assessments with district, school and department
goals.
• Make sure all the content in your SGO is covered in the
assessment.
• Incorporate test items that vary in levels of difficulty.
• Include a sufficient number of test items to ensure rigor.
• Collaboratively determine possible modifications to meet the
needs of students.
• Develop rubrics to assess essay responses.
• Make sure content- and skill-based rubrics are specific and
address multiple levels of proficiency.
http://www.state.nj.us/education/AchieveNJ/teacher/SGOGuidebook.pdf
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ASSESSMENT ACTIVITY
Activity #4b: What Assessments are Utilized in
Your School for Measuring Learner Progress?
Complete the chart on Pages 27-28.
and/or
Activity #4c: Considerations When Choosing or
Developing a Quality Assessment
Complete the chart on Page 32.
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THE
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SGO T EMPLATE - I N C ONTEXT
A LL T HINGS C ONSIDERED !
Self-Reflection Revisited…
W HAT DO WE STILL NEED TO
KNOW?
What do I…KNOW?
NJDOE SGO
Requirements
SGOs:
Understanding
and Ability
What do I… WANT
to KNOW?
CONCERNS that I
Have...
Time for
Lunch!
I NTRODUCING THE SGO B LUEPRINT:
C ONTEXT
Context:
Describe the student
population being
served by your SGO. In
addition, offer any
information related to
special learning
circumstances that you
believe to be
important.
 20 Visual Arts-3 students
 2 students have delayed fine
motor skills
 3 Special Needs (other)
 2 ELL
 5 504
 2 Academic Enrichment
(Note: Adapted from: Rhode Island Department of Education (RIDE). Retrieved March 12, 2013
from: http://www.ride.ri.gov/EducatorQuality/EducatorEvaluation/SLO_Exemplars/Elem_FAVisualArts.pdf)
I NTRODUCING THE SGO B LUEPRINT:
T IMELINE
Timeline:
Interval of Instruction:
Describe the
instructional time All students receive instruction once
interval.
per week, for 40 minutes,
throughout the year, as part of an
Expressive Arts Cycle program.
I NTRODUCING THE SGO B LUEPRINT:
L EARNING C ONTENT /C OMPETENCIES
Learning Content RI Visual Arts (3-4) and Design Standard 1
and
Competencies:
Students demonstrate knowledge and application
Describe the
of Visual Art and Design concepts:
specific content,
a. describing and applying basic VAD
concepts, and/or
concepts: line, shape, form, texture, color,
topics around
organization of visual compositions,
which the SGO
emphasis/focal point, pattern, balance/
will be organized
symmetry, and contrast
and measured.
b. applying basic strategies and techniques to
address artistic problems
c. using observation to develop a visual
representation of basic objects
d. maintaining a portfolio of self-created art
work and explaining art concepts learned
I NTRODUCING THE SGO B LUEPRINT:
E VIDENCE
Evidence
Considered:
Describe all state-,
district- and
classroom-level
assessments, that
can be considered
to support
baseline data
analysis.
At the end of last year I examined this cohort’s
portfolios with the K-2 art teacher.
This showed that while students were working
with line, color, and shape, and pattern, they
were not obviously constructing composition,
relating parts to the whole, developing
attention to detail, or mixing representational
and expressive techniques.
I NTRODUCING THE SGO B LUEPRINT:
B ASELINE D ATA
Baseline Data:
Describe the specific
pre-assessment(s) that
you utilized to
establish an
understanding of
current student
performance.
Appropriately
organize and present
the student
performance data that
was used to influence
your SGO performance
targets.
Visual Arts-3 Benchmark-I Assessment I
Administered BA-I during the first week of class.
Students are asked to draw a self-portrait from memory;
then, using individual mirrors, students do an
observation of their face and draw a self-portrait with
paper and pencil.
Students are asked to reflect on the choices they made
regarding concept and technique, and explain those
choices verbally.
Through this assessment I am able to determine which
techniques students relied on utilizing in their art, which
they were comfortable using in descriptive speech, and
how they articulated their process and choices.
Results (out of 6 possible): Level 4– 4; Level 3 – 6; Level
2– 8; and Level 1- 2
I NTRODUCING THE SGO B LUEPRINT:
SGO S TATEMENT
SGO Statement:
In careful
consideration of the
information provided
in the sections
above, present your
SMART Student
Growth Objective
(SGO).
For the 2013-2014 Visual Arts-3 Cycle Program, 100%
of my 20 students will demonstrate measurable
progress in their ability to create portraits from
observation in a variety of mediums (including
drawing with oil pastels, printmaking, collage, and
painting) that show evidence of problem solving
using basic visual arts concepts (including visual
composition, color, shape, as well as a mixture of
representational and expressive techniques), as
aligned to State Grade 3-4 VA Standards 1 and 3.
In careful consideration of student K-2 Portfolios,
related artifacts and evaluative instruments, as well
as individual performance data generated from my
Visual Arts-3 Benchmark-I Assessment, all students
will score at least a Level 3 (out of 6) on the 6-point
VA-3 Rubric.
I NTRODUCING THE SGO B LUEPRINT:
I NSTRUCTIONAL A CTION P LAN
Instructional Action
Plan:
Describe key
strategies intended
to influence
student growth
during the defined
timeline.
Instructional
Strategy
Evidence of
Impact
Timeline
Regular practice
with different
mediums
Product/Rubric
Weeks 4-7
Creation &
analysis of
portrait collection
Journal
Weeks 12-16
Observation &
self-portraits
Portfolio/Rubric
Weeks 23-30
I NTRODUCING THE SGO B LUEPRINT:
S TUDENT P ERFORMANCE TARGETS
AND S ELF -E VALUATION
Student Performance Targets and Self-Evaluation of SGO
Achievement:
How will you define instructional success? Describe what you consider to
be fair and reasonably challenging student and personal performance
targets. The SGO score will represent 15% of your formal Summative
Evaluation.
Student
Performance
Targets and
Scoring
Highly Effective
(4)
Effective
(3)
Partially Effective
(2)
Ineffective
(1)
100% students
score a Level 3 or
higher on the 6point VA-3 Rubric;
90% or more
students increase 2
or more levels.
100% students
score a Level 3 or
higher on the 6point VA-3 Rubric.
80% or more
students score a
Level 3 on the 6point VA-3 Rubric.
Less than 80%
students score a
Level 3 on the 6point VA-3 Rubric.
I NTRODUCING THE SGO B LUEPRINT:
R ATIONALE
Rationale:
Describe what you
believe makes your
SGO SMART, and
feasible and worthy
of implementation.
At this grade level students should expand the ways they
draw and know that there is more than one way to depict
figures. As the art teacher for grades 3-5, I work closely with
the K-2 art teacher.
In 2nd grade students begin to develop exposure to drawing
from observation, but this is the first year this skill is explicitly
discussed along with the differences of drawing from
memory. In the past, learning how to look carefully at a
subject has been a real challenge for students but drawing
from observation is a crucial skill and students are often
eager to develop their ability. It is developmentally
appropriate for students to hone their ability to make
conscious choices utilizing media, concepts and technique to
represent the observable world. It is also critical that students
become more mindful of how these choices affect their
artwork and can describe these choices verbally. Students will
be exposed to new mediums, including oil pastels and
printmaking, whereas in the earlier grades they mainly
utilized other drawing materials, cut paper, and paint. This
expands their opportunity to make choices in their artwork
and experiment with technique.
D ATA -D RIVEN SGO S
Activity #5:
Building an SGO
Elementary School Data
Example
Ms. Adams – Grade 2
Assessment at a Glance
DRA
Grade 2
Teacher: Ms. Adams
Pre-assessment:
Week of 9.15.12
DRA Points
Guided
Student
Earned
Comments
Reading Level
(DRA Level)
Anai
10
F
ELL
Angie
24
L
Antonio
4
C
ELL
Ashley
4
C
Christopher
28
M
Cristian
16
I
ELL
Davis
4
C
Denisse
24
L
Elvira
18
J
Emely
10
F
Francisco
28
M
Freddy
8
E
ELL
Geraldine
8
E
Jamie
28
M
Jaymen
6
D
ELL
Jonathan
18
J
Katherine
24
L
Kerem
24
L
Malachi
28
M
Michael
3
C
Noel C.
4
C
Randy
12
G
enrolled /assessed 10.22
Stefani R.
24
L
ELL
85
Stephanie H.
4
C
Tiffany
14
H
Assessment at a Glance
86
Assessment at a Glance
87
Middle School Data Example
Mrs. Smith – Grade 8
Assessment at a Glance
Mrs. Smith’s Class
COURSE: Life Science– Grade 8 Science
STANDARDS:
LIFE SCIENCE – NJCCCS Standards:
STANDARD 5.3: All students will understand that life science principles are powerful conceptual tools for
making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems
arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled
and predicted through the use of mathematics.
STRANDS:
A. Organization and Development
B. Matter and Energy Transformations
C. Interdependence
D. Heredity and Reproduction
E. Evolution and Diversity
ASSESSMENT CONSTRUCT:
TYPE: Pre-Assessment
QUESTION TYPES: MC: 19
TIME FRAME:
CR: 6
ER:
45 minutes/1 class
period/5 days week
PT: 1
STUDENT
PRE-ASSESSMENT
DATA
Tim
Sanji
Barb
Sam
Shawn
Janelle
Sara
Jorge
Michael
Joe
Bill
Mickey
Trevor
John
Jaylen
Sally
Jose
Jennifer
Alan
Shannon
7
17
18
20
21
22
24
25
27
33
33
34
34
43
43
43
44
45
46
65
CLASS SIZE
20 students
AVERAGE
32.2
RANGE
17 - 46
29pt spread
High School Data Example
Mr. Washington
AP US Government and Politics
Mr. Washington’s Class
COURSE: AP US Government and Politics (Grades 10-12)
STANDARDS:
This is a pre/post assessment that covers the following standards:
Adoption of Constitution
Civil Rights and Liberties
Federalism
Judicial Branch
Political Action Committees
Political Socialization
Checks and Balances
Election Laws
Influences of Political Beliefs
Legislative Branch
Political Participation
Separation of Powers
Citizen’s Beliefs about Government
Executive Branch
Interest Groups
Mass Media
Political Parties
Theories of Government
ASSESSMENT CONSTRUCT:
TYPE: Pre-Assessment
QUESTION TYPES: MC: 39
TIME FRAME:
FR: 11
PT: 0
45 minutes/1 class
period/5 days week
AP US Government and Politics
AP US Government and Politics
DATA ANALYSIS:
The Fall 2012 pretest assessment scores were evaluated to
yield the following results:
# of
# of
# of
# of
# of
# of
# of
Students Students Students Students Students Students Students
Scoring Scoring Scoring Scoring Scoring Scoring Scoring
between between between between between between
95 or
0-15
16-31
32-47
48-63
64-79
80-95
Above
60
76
11
2
0
0
0
AP US Government and Politics
Mr. Washington’s Data Analysis
Mr
ACTIVITY #6
Strategic SGO Planning
SGO DESIGN TEMPLATE
G UIDING THE SGO C ONVERSATION
Activity #7 – Strategic District and School Planning
Placeholder
Adele’s slide
Table Talk: District and School Planning
100
N EXT S TEPS …
SGO
Review content area
samples from other
districts and states.
Write your own SGOs.
W RAP I T U P !
C ONCLUDING P OINTS
Precious
Cargo…
SGO
Inside!
Please complete the
Feedback Form:

Reflect

Jot

Turn in
Thank you
for your participation,
collaboration and dedicated efforts!!!
Wishing you much professional success
as you continue your work
in developing and implementing
Student Growth Objectives.